Gracejoy Hauser EEX6759 Personal Class Notes 7/9/2011
Social Skills Instruction- must be provided by DIRECT INSTRUCTION (not worksheets), role playing, visual supports, using a string, targeted scripts
Socially acceptable learned behaviors that enable a person to interact with others in ways that elicit positive responses and assist in avoiding negative responses
- Bellini Feb. 2006 (father of Social Skills)
Those behaviors which, within a given situation, predict important outcomes
– McKinnon & Krempa 2002
Social Skills- teach to get an OUTCOME
Executive Functioning Deficits include: forming abstract concepts, having a flexible sequenced plan of action, focusing and sustaining mental effort, rapidly retrieving relevant information, being able to self-monitor and self-correct in vivo, and being able to inhibit impulsive responses (Ie. time management, organization, managing yourself when frustrated, problem-solving)
-Liss, Fein, Feinstein, Waterhouse, Allen, Dunn, Morris, and I. Rapin 2001
*Discern between skill acquisition deficits (SAD) (have not learned skill yet) and performance deficits (PD) (not performing skill consistently)
Targeted Scripts (Visual Scripts)- for automaticity Written examples of phrases or sentences developed for students to utilize for the purpose of social engagements across a variety of settings.
“Set up” opportunities to practice skills at lunch, library, etc.
Gracejoy Hauser EEX6759 Personal Class Notes 7/9/2011
Social Skills Instruction- must be provided by DIRECT INSTRUCTION (not worksheets), role playing, visual supports, using a string, targeted scripts
Socially acceptable learned behaviors that enable a person to interact with others in ways that elicit positive responses and assist in avoiding negative responses
- Bellini Feb. 2006 (father of Social Skills)
Those behaviors which, within a given situation, predict important outcomes
– McKinnon & Krempa 2002
Social Skills- teach to get an OUTCOME
Executive Functioning Deficits include: forming abstract concepts, having a flexible sequenced plan of action, focusing and sustaining mental effort, rapidly retrieving relevant information, being able to self-monitor and self-correct in vivo, and being able to inhibit impulsive responses
(Ie. time management, organization, managing yourself when frustrated, problem-solving)
-Liss, Fein, Feinstein, Waterhouse, Allen,
Dunn, Morris, and I. Rapin 2001
*Discern between skill acquisition deficits (SAD) (have not learned skill yet) and performance deficits (PD) (not performing skill consistently)
5 Social Skill Domains (Observable Behavior)
1. Social Interactions
2. Conversation Skills
3. Executive Functioning
4. Self-Awareness
5. Friendships
Targeted Scripts (Visual Scripts)- for automaticity
Written examples of phrases or sentences developed for students to utilize for the purpose of social engagements across a variety of settings.
“Set up” opportunities to practice skills at lunch, library, etc.